A Comprehensive Guide to Project Management Schedule and Cost Control

A Comprehensive Guide toProject Management Scheduleand Cost Control

Methods and Models forManaging the Project Lifecycle

Randal Wilson

Instructor’s Manual

March 1, 2014

Pearson Education

Table of Contents

Part 1 – Project Development

Chapter 1Basic Project Structure

Chapter 2Initiating Process

Chapter 3Planning Process

Part 2 – Project Schedule Analysis

Chapter 4Activity Definition

Chapter 5Activity Sequencing

Chapter 6Resource Estimating

Chapter 7Activity Duration Estimating

Chapter 8Schedule Development

Part 3 – Project Cost Analysis

Chapter 9Cost Estimating

Chapter 10Budget Development

Part 4 – Project Monitoring and Control

Chapter 11Schedule and Cost Monitoring

Chapter 12Schedule and Cost Control

Part 1 – Project Development

Chapter 1

Basic Project Structure

Introduction

Whenever specific concepts of project management are being taught, including scheduling, budgeting, and control of projects, students must first understand some of the basic fundamentals of project management to better understand how these concepts will be applied. In this chapter we will cover basic project structures such as projects, programs, and portfolios as well as how these structures are managed. We will also explore the basic concept of a project lifecycle.

The first section we explore is why organizations would use something like a project, program, or portfolio and how these project management structures benefit the organization. We start off by exploring two fundamental concepts of general business structure within most organizations: areas of the organization that are producing products or services that will yield financial revenue for the organization, and those departments and functions that are supporting the activities that are producing products or services. It’s important students understand the concepts of both producing and supporting activities as this can play an important role in a project for scheduling, budgeting, and controlling project activities.

The second section explores three primary project management structures (projects, programs, and portfolios) used in many organizations, why they are used, and some of the benefits of these structures of project management and how they can benefit an organization. This is an important section as the student will learn each of these structures will serve different functions, and there can be different approaches in how to schedule, cost, and budget, as well as control projects and project-related activities at each level.

The next area in this chapter focuses more on the managerial side of projects, programs, and portfolios. The two main components of this section deal with defining the management style and approach for each structure. This is another area of vital concern for teaching individuals about project management and the details of scheduling, costing, and controlling projects as some components will be similar across these structures and other components will be quite different. The second area of this section will explore the connection to the organizational needs of projects, programs, and portfolios. Students of project management need to understand that not all organizations use these project management structures, and some may not understand what they are and what benefits they would bring to the organization. In some cases this might give the student an opportunity to introduce a project management structure to help their organization, while in other cases this can help the student understand certain constraints to using project management within an organization based on upper management bias.

The last section of this chapter discusses the concept of the project lifecycle and the four primary sections within a project. It will be important for the student to understand each of these four components of the lifecycle as they will learn various responsibilities and activities for the project manager to oversee in developing and controlling the schedule and budget. It will also be important for the student to understand that each section of the project lifecycle may have a different managerial approach and involvement of management based on the project management structure (projects, programs, and portfolios).

As there are other textbooks that go into the basic project structures in much greater detail, I included this chapter simply as a foundation touch point to ensure students understand some of the basic concepts of project management structures and project lifecycle as they are important in understanding project schedule, cost, and control later in the book. Most of this book will focus on projects, but I will touch on programs and portfolios occasionally throughout the book for the sole purpose of clarifying a difference in approach or management style to scheduling, costing, and controlling.

Learning Objectives

Understand the difference between producing departments and supporting departments within an organization and why organizations need each of them.
Understand the definition of a project, program, and portfolio and how they are used in the organization.
Define what is meant by project, program, and portfolio management.
Understand the differences in management style, approach, and objectives with project, program, and portfolio management.
Understand the importance these management structures have within an organization and the connections and impact they can have.
Understand what a project lifecycle is, the main sections of one, and what significance it has in the overall project.

Lecture Outline

Projects, Programs, and Portfolios

Producing versus Supporting

Project Management Structures

Projects, programs, portfolios

Project, Program, and Portfolio Management

Connection to Organizational Needs

Project management

Program management

Portfolio management

Project Lifecycle

Conceptual, planning, execution, closure

Topics for Classroom Discussion

Projects, Programs, and Portfolios

Producing versus Supporting—Define what is meant by departments and organizational functions that produce income versus having supporting roles. Why are both of these types of functions required in an organization? What general effects can these departments have on projects, programs, and portfolios? Are there parts of a project, program, and portfolio that will be producing or supporting?
Project Management Structures—Use this discussion to explore projects, programs, and portfolios and how they are used in an organizational structure.Contrast the primary differences between projects, programs, and portfolios. Why is there a hierarchy to these structures? Are these structures isolated to particular types or sizes of organizations, and if so, why?

Project, Program and Portfolio Management

Management Definitions—Define project, program, and portfolio management and the differences in management approach for each. Discuss why lower (project) levels of management are isolated to a project and why higher levels (portfolio) management might be more executive or director levels of management.
Management Approach—How does the project manager’s approach as more of a direct oversight change for managing programs and portfolios? How might the responsibilities of human resources and communications change at each level?
Connection to Organizational Needs—Project, program, and portfolio management is used throughout the organization at different levels and for various purposes. Discuss how each level of management in project management structuring serves a vital role within the organization.

Project Lifecycle

Conceptual, Planning, Execution, Closure—Define each stage in the project lifecycle and why these areas exist. Which sections play a bigger role in schedule and cost estimating and establishing the budget? Which sections have a greater influence on schedule and cost control? Does the project manager need to change management style or approach at any point along the project lifecycle, and if so, why? What is the difference between project cycle and product lifecycle?

End of Chapter Questions

Explain what is meant by producing and supporting functions within an organization.

“An example of a support center would be the accounting department or human resources department within the organization. These types of departments do not necessarily perform work that creates a profit for the company, but perform activities that support several areas within the organization. These duties will typically be seen as day-to-day functions carried out repetitively or on an ongoing basis. Organizations may have several support functions or areas such as warehousing, shipping and receiving, quality control, manufacturing, engineering, and administrative and executive staff.”

“Profit centers are those areas of the organization that produce an output such as a product or a service that will have an associated cost and will be sold at a higher value that creates a profit for the organization. Some organizations produce the same product or service over and over and there is little or no unique aspect to that product or service. Other organizations might produce a product or service that is more customized and unique and may only be produced in that form one time for a customer.”

Explain the connection projects, programs, and portfolios have with organizational needs.

This answer may vary depending on how the student interprets needs and their past experience with smaller versus larger organizations. The primary answer for this question is the separation of a unique deliverable constituting the use of a project versus the daily production of goods or services conducted by an organization. The secondary answer for this question would be the organization’s need for structuring of projects within programs, and projects and programs within a portfolio, for better clarity and organization. The sole purpose and use for projects, programs, and portfolios is to organize work activities to complete project, program, or a portfolio objective.

Explain the differences between projects, programs, and portfolios.

This should be a very basic and clear answer reflecting a hierarchy type structure within an organization that would have projects at the lowest level reporting within programs, and projects and programs reporting up to a portfolio. Although this answer would seem very straightforward and clear, variations of this answer might include whether portfolios have only programs or a combination of projects, programs, and individual work activities, which by definition is still correct for a portfolio. (This answer may reflect a student’s past experience at an organization.) Portfolios can also have a combination of related and non-related programs and projects. This answer should always reflect programs having a combination of related projects whereas portfolios can have either related or non-related projects, programs, and work activities.

Discuss the main areas in a project lifecycle.

This basic answer should reflect the four primary components outlined in the text: conceptual, planning, execution, and closure. It would be good to design this question to encourage the students to actually explain or discuss each of these areas in their answer. It might also be good for students to contrast the differences between each of these four components of the life cycle to test their conceptual understanding of each of these lifecycle components.

In general, the conceptual phase is the initial introduction of intent for a unique product or service required by a customer and the organization signing off the approval for the delivery of a product or service.

The planning phase is the actual planning of work activities, which includes identifying all activities and gathering information of schedule and cost requirements, as well as planning for control and risk.

The execution phase is where all the work actually takes place, and the management of the schedule and budget will require monitoring and controls to be implemented.

Closure is when all work activities have been completed and the customer has accepted final delivery of the product or service. This is also when all procurements and contracts have been completed and all financial obligations are closed.

Part 1—Project Development

Chapter 2

Initiating Process

Introduction

As the very definition of a project indicates, there is always a start and a finish of a project; the early stages of project selection and development are critical. This chapter will focus on the processes required in the opening stages of project development, sometimes referred to as the Initiating Process. Depending on the type of organization, there may be several types of processes that organizations use in the selection and development of projects, but this chapter will focus on four fundamental processes: project origination, stakeholders, project selection, and the project charter.

Oftentimes students of project management study the specific processes within the project itself, but may not always understand how projects actually begin or where they originate from within an organization. It is important to cover how projects originate, as the students should understand the project manager may or may not always be a part of this process. The other part of project origination is the organizational need for projects. As projects are a unique endeavor to accomplish an objective, it will be highly dependent on the type of organization as to the use of projects. Projects can be used for simple internal improvement exercises, development of documentation, or things such as moving a facility or opening a new location. These would be considered internal projects or improvements. The other primary use of projects would be to manage the completion of an objective required by a customer; this is called an external project. The end result is the realization that a project will be required based on an organizational need.

The second part of this initiating process has to do with several areas regarding stakeholders that will be involved in the project. It will also be important that students understand who stakeholders are and what their roles might be with regards to project development, selection, participation, and authority. The text will go into several areas regarding stakeholders, such as identifying stakeholders, managing stakeholders, and managing stakeholder participation, specifically to project work responsibilities. Another important area students should understand with regards to stakeholders is how to manage stakeholder expectations and how this can play in not only the success of the project, but in the success of the project manager within the organization.

The third section will cover project selection and how the organization develops the process for selecting projects. Depending on the type and structure of an organization, project selection can be a very critical and vital process that can mean the success or failure of an organization. The text will go into several areas of project selection such as the constraints within the organization and within project management that can influence project selection. Other areas, such as organizational strategy and the selection of projects within programs and large portfolios, will also be covered. This chapter will also include selection models and methodologies to assist in the selection process. It is important students understand how the selection models work and the importance of using a selection model as a process for project selection so individuals within the organization are not selecting projects emotionally, politically, or based on a personal agenda.

The fourth component of the initiating process is the actual output of this process in the development of the project charter. The text will explain the purpose of the charter and how the charter is structured and used by the organization in the creation of projects. It is also important the students understand that not only is the charter an artifact or literal document that can be filled out with information, but that it should be used as a process. This can best be explained by labeling the initiation process as the charter process. I tell my students that this is a good way to view what a charter is used for, as some organizations do not have an actual document that is filled out, but simply go through the elements included in a charter and therefore complete what’s called a charter process. Other organizations that have a more structured project management culture or a project management office might have a literal document that is filled out and is used as an artifact in the initiating process.

The initiating process can vary greatly depending on the type of organization and how the organization is structured, so it is important the students understand that this initiating process, or as I call it, the charter process, should be carried out at the onset of every project regardless of what type of organization there is. The logistics and literal components of the charter or initiating process might vary depending on the type of organization, but irregardless, this initiating process should be carried out on every project.

Learning Objectives

Understand the basis for how projects begin and for what purpose they will be used.
Understand how to identify stakeholders, what their role on the project is, and how to manage their expectations.
Understand the importance organizational and project management constraints have on project selection.
Understand the role project selection plays in organizational strategy.
Understand the requirements of project selection in programs and portfolios.
Understand how the selection models work and the primary difference between qualitative and quantitative selection.
Understand the purpose and structure of a project charter.

Lecture Outline

Project Origination

Internal Projects and Improvements

External RFP’s and RFQ’s

Project Stakeholders

Project Stakeholder Management

Identify

Manage stakeholder

Manage stakeholder participation

Expectations

Project Selection

Organizational Constraints

In-house technology

Human resources

Management

Facilities and equipment

Financial resources

Functional, matrix, and projectized

Project Management Constraints

Project management maturity of the organization

Number of projects in cue

Project Selection in Organizational Strategy